The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies.
Mentoring programs, which pair youth with caring, non-parental adults with the goal of promoting positive youth development, are an increasingly popular strategy for early intervention with at-risk youth. However, important questions remain about the extent to which these interventions improve youth...
| Publicado en: | Journal of Youth & Adolescence Vol. 48; no. 3; pp. 423 - 444 |
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| Autores principales: | , , , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Mar2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=134941383&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 134941383 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Mar2019 vid: 48 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 134941383 10.1007/s10964-019-00982-8 ppf: 423 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 937KB tig: atl: The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies. aug: au: Raposa, Elizabeth B. Rhodes, Jean Stams, Geert Jan J. M. Card, Noel Burton, Samantha Schwartz, Sarah Sykes, Laura A. Yoviene Kanchewa, Stella Kupersmidt, Janis Hussain, Saida affil: Department of Psychological Sciences, College of William and Mary, 540 Landrum Dr., 23188, Williamsburg, VA, USA Department of Psychology, University of Massachusetts, Boston, MA, USA Department of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands Department of Human Development and Family Studies, University of Connecticut, Storrs, CT, USA Department of Psychology, Suffolk University, Boston, MA, USA Innovation Research & Training, Durham, NC, USA Department of Psychology, University of Virginia, Charlottesville, VA, USA su: Adolescence Intergenerational relations Mentoring Self-evaluation Social support Evaluation of human services programs Meta-analysis Questionnaires Systematic reviews Sample size (Statistics) Effect sizes (Statistics) sug: subj: Adolescence Intergenerational relations Mentoring Self-evaluation Social support Evaluation of human services programs Other Individual and Family Services Meta-analysis Questionnaires Systematic reviews Sample size (Statistics) Effect sizes (Statistics) keyword: Relational theory Youth mentoring Relational theory Youth mentoring ab: Mentoring programs, which pair youth with caring, non-parental adults with the goal of promoting positive youth development, are an increasingly popular strategy for early intervention with at-risk youth. However, important questions remain about the extent to which these interventions improve youth outcomes. The present study involved a comprehensive meta-analysis of all outcome studies of intergenerational, one-on-one youth mentoring programs written in the English language between 1975 and 2017, using rigorous inclusion criteria designed to align with developmental theories of youth mentoring. Analysis of 70 mentoring outcome studies, with a sample size of 25,286 youth (average age of 12 years old), yielded a statistically significant effect of mentoring programs across all youth outcomes. The observed effect size fell within the medium/moderate range according to empirical guidelines derived from universal prevention programs for youth, and was consistent with past meta-analyses of youth mentoring. Moderation analyses indicated that programs serving a larger proportion of male youth, deploying a greater percentage of male mentors or mentors with a helping profession background, and requiring shorter meetings yielded larger effect sizes, as did evaluations that relied on questionnaires and youth self-report. Taken together, these findings provide some support for the efficacy of mentoring interventions, while also emphasizing the need to remain realistic about the modest impact of these programs as currently implemented, and highlighting opportunities for improving the quality and rigor of mentoring practices. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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